‘All of us together in a blurred space’: principles for co-creating curriculum with international partners     

Rebecca Bilous  Laura Hammersley  Kate Lloyd  Felicity Rawlings-Sanaei  Greg Downey  Maria Amigo 《International Journal for Academic Development》2018,23(3):165-178

This paper shares an innovative methodology to ‘co-create’ a curriculum with eleven international community development organisations from seven countries to prepare undergraduate students for international work-integrated learning activities. The co-creation process was complex, messy, and always evolving. Here we reflect on and document the process, identifying three key methodological principles that might guide the co-creation process for others. These principles embrace the unpredictable, emotional, and personal reality of bringing together diverse ideas and perspectives, as well as opening up possibilities for more creative ways of communicating and listening to what is seen, heard, and felt.  相似文献   

Effects of a short-term pre-season training programme on the body composition and anaerobic performance of professional rugby union players     

Christos K. Argus  Nicholas Gill  Justin Keogh  Will G. Hopkins  C. Martyn Beaven 《Journal of sports sciences》2013,31(6):679-686

Abstract

Pre-season rugby training develops the physical requisites for competition and consists of a high volume of resistance training and anaerobic and aerobic conditioning. However, the effects of a rugby union pre-season in professional athletes are currently unknown. Therefore, the purpose of this investigation was to determine the effects of a 4-week pre-season on 33 professional rugby union players. Bench press and box squat increased moderately (13.6 kg, 90% confidence limits ±2.9 kg and 17.6 ± 8.0 kg, respectively) over the training phase. Small decreases in bench throw (70.6 ± 53.5 W), jump squat (280.1 ± 232.4 W), and fat mass (1.4 ± 0.4 kg) were observed. In addition, small increases were seen in fat-free mass (2.0 ± 0.6 kg) and flexed upper-arm girth (0.6 ± 0.2 cm), while moderate increases were observed in mid-thigh girth (1.9 ± 0.5 cm) and perception of fatigue (0.6 ± 0.4 units). Increases in strength and body composition were observed in elite rugby union players after 4 weeks of intensive pre-season training, but this may have been the result of a return to fitness levels prior to the off-season. Decreases in power may reflect high training volumes and increases in perceived of fatigue.  相似文献   

Estimated maturity status and perceptions of adult autonomy support in youth soccer players     

Sean P. Cumming  Rebecca A. Battista  Martyn Standage  Martha E. Ewing  Robert M. Malina 《Journal of sports sciences》2013,31(10):1039-1046

Abstract

In this study, we examined the relations between biological maturity status, body mass index, age, and perceptions of adult autonomy support in the context of youth soccer. A total of 70 female and 43 male soccer players, aged 9 – 15 years, completed three adult-specific versions (i.e. mother, father, coach) of the perceived autonomy support subscale from the Interpersonal Style Scale. The participants' percent predicted adult stature was used as an estimate of biological maturity status. Multiple linear regression analyses revealed that advanced maturity status in male players predicted lower perceptions of autonomy support from the coach. Maturity status was unrelated to perceptions of autonomy support from the coach in female soccer players, and paternal and maternal autonomy support in male and female players. Age and body mass index were unrelated to perceptions of adult (i.e. coach, mother, father) autonomy support in male and female players.  相似文献   

Effect of sand versus grass training surfaces during an 8-week pre-season conditioning programme in team sport athletes     

Martyn John Binnie  Brian Dawson  Mark Alexander Arnot  Hugh Pinnington  Grant Landers  Peter Peeling 《Journal of sports sciences》2013,31(11):1001-1012

Abstract

This study compared the use of sand and grass training surfaces throughout an 8-week conditioning programme in well-trained female team sport athletes (n = 24). Performance testing was conducted pre- and post-training and included measures of leg strength and balance, vertical jump, agility, 20 m speed, repeat speed (8 × 20 m every 20 s), as well as running economy and maximal oxygen consumption (VO_2max). Heart rate (HR), training load (rating of perceived exertion (RPE) × duration), movement patterns and perceptual measures were monitored throughout each training session. Participants completed 2 × 1 h conditioning sessions per week on sand (SAND) or grass (GRASS) surfaces, incorporating interval training, sprint and agility drills, and small-sided games. Results showed a significantly higher (P < 0.05) HR and training load in the SAND versus GRASS group throughout each week of training, plus some moderate effect sizes to suggest lower perceptual ratings of soreness and fatigue on SAND. Significantly greater (P < 0.05) improvements in VO_2max were measured for SAND compared to GRASS. These results suggest that substituting sand for grass training surfaces throughout an 8-week conditioning programme can significantly increase the relative exercise intensity and training load, subsequently leading to superior improvements in aerobic fitness.  相似文献   

Case Studies as Spurious Evaluations: The Example of Research on Educatioal Inequalities     

Peter Foster  Roger Gomm  & Martyn Hammersley 《British Journal of Educational Studies》2000,48(3):215-230

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Student teachers' attitudes and beliefs about inclusion and inclusive practice   总被引：1，自引：0，他引：1  

Nigel Beacham  Martyn Rouse 《Journal of Research in Special Educational Needs》2012,12(1):3-11

The beliefs and attitudes of teachers are an important element in the development of inclusive education and its associated practices. Teacher education is seen as crucial in helping to develop positive attitudes and beliefs that are thought to promote inclusion, although attempts to reform teacher education in order to address issues of inclusion are complex. The paper reports the findings from a set of surveys that studied student teachers' attitudes to, and beliefs about, inclusion and exclusion at the beginning and end of a newly reformed 1‐year professional graduate diploma course at the University of Aberdeen, which places inclusion at the heart of the programme. The findings from the surveys indicate that both primary and secondary student teachers' attitudes and beliefs towards the principles of inclusive education remain positive throughout the course and are largely undiminished by school experience. This contradicts some findings that are reported elsewhere, where attitudes and beliefs become more negative following experience in schools. Findings from this study also show that attitudes, beliefs and understandings of the principles of inclusion are enhanced by consideration of the ideas underpinning ‘Learning without Limits’.  相似文献   

‘Earnest students anxious to acquire a practical knowledge suited to the trade of the district’: the growth and development of the mechanics' institute movement with particular reference to Huddersfield 1824–1890     

Martyn Walker 《Journal of educational administration and history》2014,46(1):38-56

The mechanics' institute movement of the British Isles has been underrated by some historians, who have argued that many of the institutes were attended by the middle and upper classes. In any case, they state that by the 1850s, they were declining in both popularity and usefulness. This paper questions these assumptions, concentrating on the developments at the Huddersfield Mechanics' Institute and comparing with other institutes both locally and nationally its responsiveness to local and national developments with regard to its contribution to education. Like many other institutes, Huddersfield provided a foundation on which twentieth-century further education was firmly established. Britain was not the only country to establish a mechanics' institute movement as similar developments were also taking place in other countries, particularly in Australia.  相似文献   

Back‐up to Butler: the biosocial background of the Butler Act     

Martyn Hammersley 《International Journal of Research & Method in Education》2013,36(1):5-21

Several writers have appealed to the literature on communities of practice as a way of thinking about the nature of educational research. In this paper, I look at the benefits and dangers of doing this. There seem to be two main sorts of lesson that have been drawn from this literature, one about research as an activity in its own right, the other about its relationship to educational practice. These ideas certainly suggest some important points about educational research itself, for example countering the notion that it could involve merely following an abstract set of methodological rules derived from the model of natural science. However, there have long been criticisms of this type of naturalism, and so there is a question about whether the literature on communities of practice adds anything distinctive in this respect, for example by comparison with the work of Kuhn in the history and philosophy of science. There is also the issue of whether educational research is a single community of practice, or is a field containing multiple such communities; and whether the literature on communities of practice effectively rules out any attempt at community building as against the organic growth of local cultures. The second strand of argument, this time about the relationship between research and educational practice, is potentially very radical in its implications. Indeed, I will suggest that it threatens to eradicate educational research as a distinctive form of activity. However, it raises some serious questions about the literature on situated learning in communities of practice, concerning the roles of reflection, propositional knowledge and narrative. While not wishing to deny the value of this literature, I conclude that any application of its central ideas to the case of research requires considerable caution.  相似文献   

“Encouragement of sound education amongst the industrial classes”: mechanics’ institutes and working-class membership 1838–1881     

Martyn Walker 《Educational studies》2013,39(2):142-155

Historians and educationalists have often assumed that working-class adult education emerged at the beginning of the twentieth century with the introduction of state-funded technical colleges. This was not the case. In 1823, the Glasgow Mechanics’ Institute was opened and within a few years similar institutions were being established across the whole of Britain. This culminated in the formation of the mechanics’ institute movement which provided a foundation on which further education was established. This paper questions the generally accepted view of historians that mechanics’ institutes made little contribution to adult working-class education, instead offering scientific knowledge to the middling classes. It addresses the issue of what educational impact the mechanics’ institutes exerted upon the adult working classes in relation to some North of England institutes, particularly those that were members of the Yorkshire Union of Mechanics’ Institutes. The term working class only begins to emerge during the 1830s, the period when several institutes were being established, and for the purpose of this paper, the works of E.P. Thompson, E.J. Hobsbawm and R.S. Neale, with regard to class, and the lists of the occupations of those who attended mechanics’ institutes, from the annual reports of the Yorkshire Union, form the basis of the debate, confirming that such institutions did indeed provide working-class adult education.  相似文献   

Women workers’ education,life narratives and politics: geographies,histories, pedagogies,by Maria Tamboukou     

Martyn Walker 《History of education》2019,48(3):417-418

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